Module 3 Hist of Geom.

Republic of the Philippines
Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course History of Mathematics
Sem/AY First Semester/2023-2024
Module No. 3
Lesson Title HISTORY OF GEOMETRY
Week
8-9
Duration
Date Oct.9-20, 2023
This lesson will discuss the nature and meaning of geometry. This chapter will include
Description popular mathematicians in the field of Geometry and their contributions as well as
of the tracing the early problems in Geometry. This chapter will also discuss how to solve
Lesson basic concepts involving geometric equations and operations. Problem solving in
Geometry and application in real life situation is an important aspect of the discussion.
Learning Outcomes
Intended Students should be able to meet the intended learning outcomes:
Learning  To trace the history of geometry and evaluate its contribution in today’s
Outcomes mathematics.
Targets/ At the end of the lesson, students should be able to:
Objectives  Identify the nature and define the meaning of Geometry.
 Enumerate the mathematicians in the field and their contributions
 Apply the basic concepts of Geometry in solving.
 Appreciate the importance of the application of Geometry in real life situation.
Student Learning Strategies
Online Activities A. Online Discussion via Zoom Meeting

(Synchronous/ You will be directed to attend in a Two-Hour class discussion on the
nature and meaning of geometry. Also the different types of numeral
Asynchronous) systems. To have access to the Online Discussion, refer to this link:
____________________.
The online discussion will happen on (insert date), from (insert time).
(For further instructions, refer to your Classroom and see the schedule
of activities for this module)
LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

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B. Learning Guide Questions:

1. What are the nature, history and meaning of geometry?
2. Who are those Mathematicians in the field of Geometry as well their
contributions?
3. What are the basic concepts of Geometry and its application to problem
solving situation?
Note: The insight that you will post on online discussion forum using Learning Management
System (LMS) will receive additional scores in class participation.
Lecture Guide
Lesson 1: Meaning of Geometry
The branch of mathematics concerned with the shape of individual

objects, spatial relationships among various objects, and the properties
of surrounding space. It is one of the oldest branches of mathematics,
having arisen in response to such practical problems as those found
in surveying, and its name is derived from Greek words meaning “Earth
measurement.”
Geometry is a branch of mathematics that studies the sizes, shapes,
positions angles and dimensions of things.
Flat shapes like squares, circles, and triangles are a part of flat geometry
Offline Activities and are called 2D shapes. These shapes have only 2 dimensions, the
(e-Learning/Self- length and the width.
Paced)
Examples of 2D shapes in flat geometry
Solid objects are also known as 3D objects having the third dimension
of height or depth.
Examples of 3D shapes in solid geometry

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History of Geometry
 Geometry began with a practical need to measure shapes.

 The word geometry means to “measure the earth” and is the science of
shape and size of things.
 Euclid of Alexandria (325–265 BC) was one of the greatest of all the
Greek geometers and is considered by many to be the “father of modern
geometry”.
 It is believed that geometry first became important when an Egyptian
pharaoh wanted to tax farmers who raised crops along the Nile River.
To compute the correct amount of tax the pharaoh’s agents had to be
able to measure the amount of land being cultivated.
 Around 2900 BC the first Egyptian pyramid was constructed.
Knowledge of geometry was essential for building pyramids, which
consisted of a square base and triangular faces.
 The Egyptians (5000–500 BC) and the Babylonians (4000–500 BC)
developed practical geometry to solve everyday problems, but there is
no evidence that they logically deduced geometric facts from basic
principles.
(for more related information about the history and meaning of geometry, click
this link https://youtu.be/CrIdJKo0whs )
Lesson 2: Mathematicians in the Field of Geometry

 Euclid
 Nationality: Greek
 Born: Mid-4th century BC
 Known for: Euclidean geometry;
Euclid's Elements; Euclidean
algorithm
 Died: Mid-3rd century BC
 Euclid's story, although well known, is
also something of a mystery. He lived
lots of his life in Alexandria, Egypt,
and developed many mathematical

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theories. He is most famous for his works in geometry, inventing
many of the ways we conceive of space, time, and shapes.
 Pierre Laurent Wantzel

 Born: 5 June 1814
Paris, France
 Died: 21 May 1848 (aged 33)
Paris, France
 Residence: France
 Known for: Solving several ancient Greek
geometry problems
 Scientific career
 Pierre Laurent Wantzel was a French
mathematician who proved that several
ancient geometric problems were
impossible to solve using only compass and straightedge.
 Carl Friedrich Gauss

 Johann Carl Friedrich Gauss was a
German mathematician and physicist
who made significant contributions
to many fields in mathematics and
sciences
 Pythagoras
 born c. 570 bce, Samos, Ionia [Greece]
 died c. 500–490 bce, Metapontum,
Lucanium [Italy]
 Probably the most famous name
during
the development of Greek geometry
 Pythagoreans developed a number of
ideas and began to develop
trigonometry
 He is most famous for his concept of
geometry

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 John Willard Milnor

 (born February 20, 1931,
Orange, NewJersey, U.S.), American
 he was awarded the Fields Medal
in 1962 for his work in differential
topology and the Abel Prize in 2011
for his work in topology, geometry,
and algebra.
 Archimedes
 287 - 212 B.C.E.
the greatest mathematician of
antiquity, made his greatest
contributions in geometry.
Classical Problems in Geometry
Although Euclid solves more than 100 construction problems in the

Elements, many more were posed whose solutions required more than just
compass and straightedge. Three such problems stimulated so much interest
among later geometers that they have come to be known as the “classical
problems”: doubling the cube (i.e., constructing a cube whose volume is twice
that of a given cube), trisecting the angle, and squaring the circle. Even in the
pre-Euclidean period the effort to construct a square equal in area to a given
circle had begun. Some related results came from Hippocrates (see Sidebar:
Quadrature of the Lune); others were reported from Antiphon and Bryson; and
Euclid’s theorem on the circle in Elements, Book XII, proposition 2, which
states that circles are in the ratio of the squares of their diameters, was
important for this search. But the first actual constructions (not, it must be
noted, by means of the Euclidean tools, for this is impossible) came only in the
3rd century BCE. The early history of angle trisection is obscure. Presumably, it

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was attempted in the pre-Euclidean period, although solutions are known only
from the 3rd century or later.
There are several successful efforts at doubling the cube that date from the
pre-Euclidean period, however. Hippocrates showed that the problem could be
reduced to that of finding two mean proportionals: if for a given line a it is
necessary to find x such that x3 = 2a3, lines x and y may be sought such that a:x
= x:y = y:2a; for then a3/x3 = (a/x)3 = (a/x)(x/y)(y/2a) = a/2a = 1/2. (Note
that the same argument holds for any multiplier, not just the number 2.) Thus,
the cube can be doubled if it is possible to find the two mean proportionals x
and y between the two given lines a and 2a. Constructions of the problem of the
two means were proposed by Archytas, Eudoxus, and Menaechmus in the 4th
century BCE. Menaechmus, for example, constructed three curves
corresponding to these same proportions: x2 = ay, y2 = 2ax, and xy = 2a2; the
intersection of any two of them then produces the line x that solves the
problem. Menaechmus’s curves are conic sections: the first two are parabolas,
the third a hyperbola. Thus, it is often claimed that Menaechmus originated the
study of the conic sections. Indeed, Proclus and his older authority, Geminus
(mid-1st century CE), appear to have held this view. The evidence does not
indicate how Menaechmus actually conceived of the curves, however, so it is
possible that the formal study of the conic sections as such did not begin until
later, near the time of Euclid. Both Euclid and an older contemporary,
Aristaeus, composed treatments (now lost) of the theory of conic sections.
In the 4th century BC, Menaechmus gave a solution to the problem of doubling the volume of a
cube. In particular, he showed that the intersection of any two of the three curves that he
constructed (two parabolas and one hyperbola) based on a side (a) of the original cube will
produce a line (x) such that the cube produced with it has twice the volume of the original cube.
Encyclopædia Britannica, Inc.
In seeking the solutions of problems, geometers developed a special technique,

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which they called “analysis.” They assumed the problem to have been solved
and then, by investigating the properties of this solution, worked back to find
an equivalent problem that could be solved on the basis of the givens. To obtain
the formally correct solution of the original problem, then, geometers reversed
the procedure: first the data were used to solve the equivalent problem derived
in the analysis, and, from the solution obtained, the original problem was then
solved. In contrast to analysis, this reversed procedure is called “synthesis.”
Menaechmus’s cube duplication is an example of analysis: he assumed the
mean proportionals x and y and then discovered them to be equivalent to the
result of intersecting the three curves whose construction he could take as
known. (The synthesis consists of introducing the curves, finding their
intersection, and showing that this solves the problem.) It is clear that
geometers of the 4th century BCE were well acquainted with this method, but
Euclid provides only syntheses, never analyses, of the problems solved in the
Elements. Certainly in the cases of the more complicated constructions,
however, there can be little doubt that some form of analysis preceded the
syntheses presented in the Elements.
(for more detailed information about the classical problems in geometry, click
this link https://youtu.be/Nf2xcnBR_-o )
Lesson 3: Basic Concepts

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Points, Lines and Planes
Points, Lines and planes are the building blocks of geometry.
Points
We may think of a point as a "dot" on a piece of paper or the pinpoint on a
board. In geometry, we usually identify this point with a number or letter. A
point has no length, width, or height - it just specifies an exact location. It is
zero-dimensional.
Every point needs a name. To name a point, we can use a single capital
letter. The following is a diagram of points A, B, and M:
Lines
We can use a line to connect two points on a sheet of paper. A line is one-
dimensional. That is, a line has length, but no width or height. In geometry, a
line is perfectly straight and extends forever in both directions. A line is
uniquely determined by two points.
Lines need names just like points do, so that we can refer to them easily. To
name a line, pick any two points on the line.
The line passing through the points A and B

is denoted by
A set of points that lie on the same line are said to be collinear.
Pairs of lines can form intersecting lines, parallel lines, perpendicular lines
and skew lines.

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Planes
Planes are two-dimensional. A plane has length and width, but no height,
and extends infinitely on all sides. Planes are thought of as flat surfaces, like a
tabletop. A plane is made up of an infinite amount of lines. Two-dimensional
figures are called plane figures.
All the points and lines that lie on the same plane are said to be coplanar.
Collinear and Coplanar

 Collinear Points are points that lie on the same line.
 Coplanar Points are points that lie on the same plane.
Line Segment
Line segment is a part of a line consisting of two endpoints and all the
points between them.
Because the length of any line is infinite, we sometimes use parts of a line. A
line segment connects two endpoints. A line segment with two endpoints A and
B is denoted by
A line segment can also be drawn as part of a line.
Midpoint
The midpoint of a segment divides the segment into two segments of equal
length. The diagram below shows the midpoint M of the line segment line
segment notation . Since M is the midpoint, we know that the lengths
AM = MB.

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Ray
Ray is a part of a line. It has one endpoint and extends infinitely in one
direction.
A ray starting from point A and passing

through B is denoted by
Opposite Rays
are rays with a common endpoint but extending in opposite directions
Space
Space is the set of all points in the three dimensions - length, width and
height. It is made up of an infinite number of planes. Figures in space are called
solids.
This link (video) explains and demonstrates the fundamental concepts

(undefined terms) of geometry: points, lines, ray, collinear, planes, and
coplanar. The basic ideas in geometry and how we represent them with
symbols https://youtu.be/7iBc5bJdanI

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Angles
An angle consists of two rays with a common endpoint. The two rays are
called the sides of the angle and the common endpoint is the vertex of the
angle.
Each angle has a measure generated by the rotation about the vertex. The
measure is determined by the rotation of the terminal side about the initial
side. A counterclockwise rotation generates a positive angle measure. A
clockwise rotation generates a negative angle measure. The units used to
measure an angle are either in degrees or radians.
Angles can be classified based upon the measure: acute angle, right angle,
obtuse angle, and straight angle.
If the sum of measures of two positive angles is 90°, the angles are called
complementary.
If the sum of measures of two positive angles is 180°, the angles are called
supplementary.
Examples:
1) Two angles are complementary. One angle measures 5x degrees and the
other angle measures 4x degrees. What is the measure of each angle?
2) Two angles are supplementary. One angle measures 7x degrees and the
other measures (5x + 36) degrees. What is the measure of each angle?
(click this link https://youtu.be/7iBc5bJdanI for the step-by-step explanation

on how to measure angle)
Angle Measurement
Measurement of an angle is the smallest amount of the rotation about
vertex from one ray to the other. The unit of the measure is degree and the tool
used to measure angles is the protactor.
Defining Acute, Right and Obtuse Angles

Acute Angles
- has a measure greater than 0 and less than 90

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Right Angles
- has a measure of 90
Obtuse Angle
- has a measure of more than180
Quadrilaterals
 Parallelogram
A quadrilateral in which both pairs of opposite sides are parallel
 Rectangle
A parallelogram one of whose angles is a right angle.

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 Rhombus
Is a parallelogram with all four sides are equal.
 Square
Is a rectangle with a pair of adjacent sides equal
Is a rhombus whose angles are right angle
 Trapezoid
Is a quadrilateral with only one pair of parallel sides
 Kite
A quadrilateral in which one diagonal bisects the other at the right
angle

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Family Tree of Quadrilateral
Lesson 4: Application to Problem Solving
Sample Word Problem in Geometry
a. Geometry involving Perimeter

A triangle has a perimeter of 50. If 2 of its sides are equal and the third side
is 5 more than the equal sides, what is the length of the third side?

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Solution:
Step 1: Assign variables:
Let x = length of the equal side

Sketch the figure
Step 2: Write out the formula for perimeter of triangle.

P = sum of the three sides
Step 3: Plug in the values from the question and from the sketch.
50 = x + x + x + 5
Combine like terms
50 = 3x + 5
Isolate variable x
3x = 50 – 5
3x = 45
x =15
Be careful! The question requires the length of the third side.
The length of third side = 15 + 5 =20
Answer: The length of third side is 20
(for more detailed example on how to solve problem involving perimeter, click
the link https://youtu.be/Cxvlxhe-A7M )
b. Geometry involving Area

A rectangle is 4 times as long as it is wide. If the length is increased by 4
inches and the width is decreased by 1 inch, the area will be 60 square

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inches. What were the dimensions of the original rectangle?
Solution:
Let x = original width of rectangle
Sketch the figure
Step 2: Write out the formula for area of rectangle.

A = lw
60 = (4x + 4)(x –1)
Use distributive property to remove brackets
60 = 4x2 – 4x + 4x – 4
Put in Quadratic Form
4x2 – 4 – 60 = 0
4x2 – 64 = 0
This quadratic can be rewritten as a difference of two squares
(2x)2 – (8)2 = 0
Factorize difference of two squares
(2x)2 – (8)2 = 0
(2x – 8)(2x + 8) = 0
We get two values for x.

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Since x is a dimension, it would be positive.

So, we take x = 4
The question requires the dimensions of the original rectangle.
The width of the original rectangle is 4.
The length is 4 times the width = 4 × 4 = 16
Answer: The dimensions of the original rectangle are 4 and 16.
(for more detailed example on how to solve problem involving area, click the link
https://youtu.be/ECJfSyg_Obo )
c. Geometry involving Angles

In a quadrilateral two angles are equal. The third angle is equal to the sum
of the two equal angles. The fourth angle is 60° less than twice the sum of
the other three angles. Find the measures of the angles in the quadrilateral.
Solution:
Let x = size of one of the two equal angles

Sketch the figure
Step 2: Write down the sum of angles in quadrilateral.

The sum of angles in a quadrilateral is 360°
360 = x + x + (x + x) + 2(x + x + x + x) – 60
Combine like terms

360 = 4x + 2(4x) – 60
360 = 4x + 8x – 60

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360 = 12x – 60
Isolate variable x
12x = 420
x = 35
The question requires the values of all the angles.

Substituting x for 35, you will get: 35, 35, 70, 220
Answer: The values of the angles are 35°, 35°, 70° and 220°
(for more detailed example on how to solve problem involving angle, click the
link https://youtu.be/v8mTpH7tUuY )

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Engaging Activities
A.
B. Answer the following questions:

1. Lines intersect right angles
2. Lines cross over each other at a certain point
3. Lines never intersect
4. Is a location on a flat space
5. Is a straight path that goes on forever in two directions
6. Is part of a line with two endpoints
7. Is a straight path that begins at a point goes on forever in only one
directions

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C.
D. Word Problem
1. The measure of one supplementary angle is twice the measure of the
second. What is the measure of each angle?
2. The sum of the measures of the angles of an n-gon is 2340°. How many
sides does this n-gon have?
3. A right triangle has acute angles whose measures are in the ratio 1:3.
Find the measure of these acute angles.
4. The perimeter of a square is 8 cm. What is the area?
5. The width of a rectangle is 3 feet less than its length. The perimeter of
the rectangle is 110 feet. Find its dimensions.

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Learning Resources
https://www.splashlearn.com/math-
vocabulary/geometry/geometry#:~:text=Geometry%20is%20a%20branch%20of,the%20length%20an
d%20the%20width.
https://www.britannica.com/science/mathematics/The-three-classical-problems
https://www.youtube.com/watch?v=Nf2xcnBR_-o
https://www.onlinemathlearning.com/basic-geometry.html
https://www.onlinemathlearning.com/geometry-word-problems.html
https://www.youtube.com/watch?v=Cxvlxhe-A7M
https://www.youtube.com/watch?v=ECJfSyg_Obo
https://www.youtube.com/watch?v=v8mTpH7tUuY

Module 3 Hist of Geom.

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Republic of the Philippines

Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

Student Learning Strategies

Online Activities A. Online Discussion via Zoom Meeting

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

B. Learning Guide Questions:

Lesson 1: Meaning of Geometry

The branch of mathematics concerned with the shape of individual

Examples of 3D shapes in solid geometry

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Geometry began with a practical need to measure shapes.

Lesson 2: Mathematicians in the Field of Geometry

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 Pierre Laurent Wantzel

 Carl Friedrich Gauss

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

 John Willard Milnor

Classical Problems in Geometry

Although Euclid solves more than 100 construction problems in the

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Encyclopædia Britannica, Inc.

In seeking the solutions of problems, geometers developed a special technique,

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Lesson 3: Basic Concepts

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

The line passing through the points A and B

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Collinear and Coplanar

A line segment can also be drawn as part of a line.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

A ray starting from point A and passing

This link (video) explains and demonstrates the fundamental concepts

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

(click this link https://youtu.be/7iBc5bJdanI for the step-by-step explanation

Defining Acute, Right and Obtuse Angles

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Lesson 4: Application to Problem Solving

Sample Word Problem in Geometry

a. Geometry involving Perimeter

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Let x = length of the equal side

Step 2: Write out the formula for perimeter of triangle.

b. Geometry involving Area

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Step 2: Write out the formula for area of rectangle.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

Since x is a dimension, it would be positive.

c. Geometry involving Angles

Let x = size of one of the two equal angles

Step 2: Write down the sum of angles in quadrilateral.

Combine like terms

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

The question requires the values of all the angles.

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

B. Answer the following questions:

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

LSPU SELF-PACED LEARNING MODULE: TECHNOLOGY FOR TEACHING AND LEARNING

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